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中文論文名稱 字彙學習策略與接受性字彙技能之研究─以台灣大學生學習英語為外語者為例
英文論文名稱 The Role of Vocabulary Learning Strategies in Receptive Vocabulary Skills: A Study of EFL College Learners in Taiwan
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 103
學期 2
出版年 104
研究生中文姓名 黃穎超
研究生英文姓名 Ying-Chao Huang
學號 601110082
學位類別 碩士
語文別 英文
口試日期 2015-06-25
論文頁數 121頁
口試委員 指導教授-胡映雪
委員-范瑞玲
委員-張雅慧
中文關鍵字 字彙學習策略  接受性字彙技能  字彙學習策略教學 
英文關鍵字 Vocabulary learning strategies  Receptive vocabulary  Vocabulary learning strategies instruction skills 
學科別分類 學科別人文學語言文學
中文摘要 本研究旨在探討台灣大學生對於英文字彙學習策略使用之情形與接受性字彙技能,並探討進行英文字彙學習策略教學的前、後,學生對於英文字彙學習策略之使用與接受性字彙技能是否有顯著差異。本研究對象為122位大一學生,接受為期四週的英文字彙學習策略教學。本研究以Schmitt (1997)的英文字彙學習策略問卷及Schmitt, Schmitt and Clapham (2001)接受性字彙測驗作為測驗工具;分析方法以量化分析與放聲思考法的質化分析。
量化的研究結果顯示(1)不論在教學前、後,學生最常使用的字彙學習策略是決定策略;最少使用的策略是社交策略。(2)教學後,女生在2000字及整體的接受性字彙測驗達顯著進步。(3)在迴歸分析中,決定策略是重要因子。(4)經事後檢定(雪費法)得知學生在教學前、後,字彙學習策略使用之程度達顯著差異,尤其對於高策略程度的學生效果更顯著。
質化方面以放聲思考法蒐集分析,學生學習字彙學習策略大多以本身的習慣以及方便性為考量,因此決定策略是最常使用的策略。本研究建議教師可將字彙學習策略融入其教學,幫助學生更有效的學習英文字彙。
英文摘要 This research investigated the relationship between vocabulary learning strategies and receptive vocabulary size among college EFL learners in Taiwan. A four-week teaching intervention was designed and implemented to explore such relationship. It taught participants the vocabulary strategies based on Schmitt’s (1997) categories. His Vocabulary Learning Strategies Questionnaire (VLSQ) (1977) was in turn deployed as the instrument to measure progress made by the participants who had been recruited from two intact Freshman English classes (N = 122). The other instrument administered in the research was the Receptive Vocabulary Level Test (RVLT) designed by Schmitt, Schmitt and Clapham (2001) to gauge participants’ vocabulary size pre- and post-intervention. Both quantitative and qualitative data were elicited and gathered for analyses. Results of the quantitative data elicited through the two questionnaires (VLSQ and RVLT) show that 1) the most favored and used strategies pre- and post-invention was determination strategies; the least used were social strategies; 2) the female participants made significant progress in 2,000 and overall word perceptive vocabulary level test after intervention; 3) determination strategies were the most important contributor and predictor to the participants’ current and future vocabulary learning, as demonstrated by a stepwise regression analysis; and finally 4) through a Scheffe post-hoc test, it emerged that the variety and amount of strategies use by the participants increased significantly after intervention, in particular those of the high-strategies users. As for qualitative data, it was gathered through a think-aloud verbal protocol method to complement the quantitative findings in terms of strategies use. Participants’ self-report (verbal protocol) revealed that they tended to learn vocabulary with strategies they were accustomed to and those that were convenient to them. In this case, determination strategies arguably were their favorite.These findings suggest that participants’ strategies are in tandem with their proficiency level and above all the teaching approaches they have been exposed to in the EFL (English as a foreign language) environment they grew up in. These findings also strongly advocate for more strategies training for the learners in Taiwan, as such training is crucial to their vocabulary gain.
論文目次 Table of contents
List of tables.................................VIII
List of Figures................................XI

Chapter One Introduction
1.1 Background and Motivation of the Study.....1
1.2 Research Questions and Significance of the
Study......................................6
1.3 Definition of Key Terms....................8
1.4 Organization of the thesis.................10

Chapter Two Literature Review
2.1 From Language Learning Strategies (LLS) to Vocabulary
Learning Strategies (VLS)......................11
2.2 Empirical Research on Vocabulary Learning Strategies in ESL and EFL Settings............................14
2.3 Research on Vocabulary Levels Test (VLT).......20
2.3.1 Receptive vs. Productive Skills..........20
2.3.2 Related studies on Vocabulary Levels Test.23
2.3.3 VLT and VLS..............................25
2.4 Teaching Vocabulary...........................27
2.4.1 Teaching vocabulary strategies...........27
2.4.2 Research on Vocabulary Learning Strategies
instruction in Taiwan....................30
2.5 Think Aloud Protocol Applied to Language
Learning......................................31

Chapter Three Methodology
3.1 Participants..................................35
3.2 Treatment Materials...........................36
3.3 Instrument....................................38
3.3.1 Vocabulary Learning Strategies Questionnaire
(VLSQ)........................................39
3.3.2 Schmitt, Schmitt and Clapham’s Receptive
Vocabulary Levels Test(RVLT).................42
3.3.3 Think-aloud protocol....................44
3.4 Procedure.....................................45
3.5 Data Analysis.................................48

Chapter Four Results and Discussion
4.1 Results…......................................49
4.1.1 Results of research question 1..........49
4.1.2 Results of research question 2..........57
4.1.3 Results of research question 3..........62
4.1.4 Results of research question 4..........65
4.2 Discussion....................................76
4.2.1 Discussion of research question 1.......76
4.2.2 Discussion of research question 2.......81
4.2.3 Discussion of research question 3.......84
4.2.4 Discussion of research question 4...........86

Chapter Five Conclusion
5.1 Summary of Findings...........................87
5.2 Pedagogical Implications of the Study.........89
5.3 Limitations of the Study......................90
5.4 Suggestions for Future Research...............92

References........................................93
Appendices
Appendix A A taxonomy of vocabulary learning strategies
by Schmitt (1997).....................107
Appendix B Vocabulary Learning Strategy Questionnaire in
Chinese Version.......................109
Appendix C Receptive Vocabulary Levels Test (RVLT) by
Schmitt, Schmitt and Clapham (2001) on 2,000,
3,000, 5,000 Level....................115

List of Tables
Table 3.1 A taxonomy of Vocabulary Learning Strategies
and time spent on teaching each VLS....37
Table 3.2 Reliability of the levels sections from
Schmitt, Schmitt and Clapham’s study...43
Table 3.3 The reliability of the levels sections from the
present study..........................43
Table 4.1 Description statistics for each Vocabulary
Learning Strategy on pre-test and post-test of
all subjects...........................50
Table 4.2 Paired samples t-test of pre-test and post-test
of all subjects.........................50
Table 4.3 Paired sample t-test of pre-test and post-test
on HP group.............................51
Table 4.4 Paired sample t-test of pre-test and post-test
on BP group.............................52
Table 4.5 Paired sample t-test of pre-test and post-test
on male participants....................53
Table 4.6 Paired sample t-test of pre-test and post-test
on female participants..................54
Table 4.7 Independent t-test of pre-test and post-test on
genders strategy use....................55
Table 4.8 Frequency responses about whether participants
would continue using VLS................56
Table 4.9 The descriptive statistics of the vocabulary
size based on proficiency in pre-test and
post-test...............................57
Table 4.10 The Pearson correlation between proficiency
and vocabulary size in pre-test and
post-test..............................58
Table 4.11 Paired samples t-test of pre-test and post-
test on 2,000, 3,000, 5,000 level and total
word level.............................58
Table 4.12 Paired samples t-test of pre-test and
post-test on 2,000, 3,000, 5,000
level and total word level on higher
proficiency Group.....................59
Table 4.13 Paired samples t-test of pre-test and post-
test on 2,000, 3,000, 5,000 level and total
word level on basic proficiency group.59
Table 4.14 Paired Samples t-test of pre-test and post-
test on male participants..............60
Table 4.15 Paired samples t-test of pre-test and post-
test on female participants............61
Table 4.16 Pearson Correlations between Vocabulary
Learning Strategies and Receptive Vocabulary
Level Tests of all participants before
treatment..............................62
Table 4.17 Pearson Correlations between Vocabulary
Learning Strategies and Receptive Vocabulary
Level Tests of all participants after
treatment...............................63
Table 4.18 Stepwise regression analysis for Vocabulary
Learning Strategies before treatment...64
Table 4.19 Regression ANOVA for the Vocabulary Learning
Strategies before treatment ............64
Table 4.20 Stepwise regression analysis for Vocabulary
Learning Strategies after treatment.....65
Table 4.21 Regression ANOVA for the Vocabulary Learning
Strategies after treatment..............65
Table 4.22 Descriptive statistics of strategy use in
total word level of pre-test and
post-test...............................67
Table 4.23 Regression ANOVA for pre-test...........67
Table 4.24 Regression ANOVA toward total word level in
post-test...............................68
Table 4.25 Descriptive statistics of strategy use toward
total word level of pre-test and post-test on
higher proficiency group................69
Table 4.26 Regression ANOVA in pre-test on higher
proficiency group......................69
Table 4.27 Regression ANOVA in post-test on higher
proficiency group.......................69
Table 4.28 Descriptive statistics of strategy use toward
total word level of pre-test and post-test on
basic proficiency group.................71
Table 4.29 Regression ANOVA of the pre-test on basic
proficiency group.......................71
Table 4.30 Regression ANOVA of the post-test on basic
proficiency group.......................72
Table 4.31 Descriptive statistics of strategy use toward
total word level ofpre-test and post-test on
male participants.......................73
Table 4.32 Regression ANOVA in pre-test on male
participants............................73
Table 4.33 Regression ANOVA in post-test on male
participants.............................74
Table 4.34 Descriptive statistics of strategy use toward
total word level of pre-test and post-test on
female participants.....................75
Table 4.35 Regression ANOVA in pre-test on female
participants.............................75
Table 4.36 Regression ANOVA in post-test on female
participants.............................76
Table 4.37 Comparison of the rank order of strategy use
found in various studies on international EFL
learners................................77
Table 4.38 Comparison of the rank order of strategy use
found in studies on Taiwanese EFL
learners..................................79
Table 4.39 Comparison of vocabulary size of four groups
of college students in Taiwan and Iran.....83

List of Figures
Figure 3.1 Example of introducing vocabulary learning
strategy..................................37
Figure 3.2 Example of providing realia for flash cards.38
Figure 3.3 Example of providing pictorial representation
of memory strategy........................38
Figure 3.4 The flow chart of the research............45
Figure 4.1 Histogram regression standardized residual on
pre-test..................................85
Figure 4.2 Normal P-P plot of regression standardized
residual on pre-test......................85
Figure 4.3 Histogram regression standardized residual on
post-test.................................85
Figure 4.4 Normal P-P plot of regression standardized
residual on post-test.....................85

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